scholarly journals Relationship Between Epistemological Beliefs, Self-regulated Learning Strategies and Academic Achievement

2013 ◽  
Vol 84 ◽  
pp. 1160-1165 ◽  
Author(s):  
Azar Pakdaman Savoji ◽  
Beheshteh Niusha ◽  
Leila Boreiri
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Epistemological Beliefs ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Academic Achievement and Gender Peer Effects on Social Comparisons and Self-Regulated Learning Behaviors in A Taiwanese EFL Context

2018 ◽  
Vol 6 (5) ◽  
Author(s):  
Wan-Jeng Chang
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Peer Effects ◽  
Social Comparisons ◽  
Female Students ◽  
Learning Behaviors ◽  
Self Regulated Learning ◽  
Efl Context ◽  
Regulated Learning ◽  
And Gender

The main purpose of the present article is to estimate academic achievement and gender peer effects on social comparisons and self-regulated learning behaviors in a Taiwanese EFL context. The participating students were 50 non-English-major freshmen studying in Central Taiwan. Analyses of the data reveal the following findings. First, female students preferred or felt more comfortable making social comparisons with other female students, and they applied more self-regulated learning strategies. Second, male students had a stronger drive to make social comparisons, and they would prepare harder over time for the tests. Third, students with relatively low ability tended toward upward comparison and tended to give up or only study the easy parts. 

scholarly journals The Correlation of Non-English Majors’ Use of Resource Management Strategies with Their Academic Achievement

2020 ◽  
Author(s):  
Tham Duong
Keyword(s):  
Academic Achievement ◽  
Resource Management ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Management Strategies ◽  
Language Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
English Majors

It is undeniable that self-regulated learning strategies are a pivotal key to 21st century language education in which learners are provided with freedom to take control over their own learning. Of the types of self-regulated learning strategies, resource management strategies (RMS) are likely to be underestimated in practice despite the fact that these strategies are believed to assist EFL learners to modify the environment for achieving their learning goals. The study aimed to investigate RMS employed by tertiary non-English majors and to explore the relationship between the students’ use of RMS and their academic achievement. The quantitative research was conducted with the employment of a closed-ended questionnaire which was administered to 117 students taking the TOEIC course. The results indicated that the research participants frequently employed RMS in their English language learning. More importantly, it was found that the more frequently the students used RMS, the higher academic achievement they gained. Such employment of RMS in a Vietnamese EFL context serves as a reference in other similar EFL contexts.

scholarly journals A Cross-Cultural Study of Relationships between Epistemological Beliefs and Self-Regulated Learning Strategies

2021 ◽  
Vol 19 (54) ◽  
pp. 369-392
Author(s):  
Ying Hong Jiang ◽  
Jia Wang ◽  
Patricia Bonner ◽  
Jenny Yau
Keyword(s):  
Middle School ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Intrinsic Value ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Self Regulatory Learning ◽  
The Relationship

Introduction.  Prior research consistently provides evidence supporting potential relationships between epistemological beliefs and learning. The current study examines the relationship between epistemological beliefs, academic motivation, and self-regulated learning strategies among different ethnic groups of American adolescents. Method.  This quantitative study utilized a correlational design to examine the relationship between epistemological beliefs and self-regulated learning strategies in adolescents attending middle school. A total of 364 middle school students (6th to 8th grade) from Southern California public middle schools participated in the study. A multiple group path model was employed to analyze the student data. Results.  We found that certain knowledge, omniscient authority, and innate ability beliefs about the nature of knowledge predict positive relationships with self-efficacy and intrinsic value components of motivation. Quick learning and simple knowledge beliefs predict negative relationships with self-efficacy and intrinsic-value but positive relationship with test-anxiety. Similarly, in the aspect of self-regulatory learning strategies, those who believe in the absolute nature of knowledge and the authorities tend to use cognitive and self-regulatory learning strategies more often, while those who believe in the speed of knowledge acquisition tend to employ those strategies less. Discussion and Conclusion. Findings from this study inform educators of the need to advance adolescents’ epistemological beliefs for each subject (e.g., science, language arts) as a method to facilitate their motivation and self-regulated learning. We recommend that future research should include assessments of the participants’ cultural orientations or the domain specificity of the epistemological beliefs, which may vary the associations of the beliefs with self-regulated learning. Additionally, future research can further investigate other potential mediators of the relationship between epistemological beliefs and self-regulatory learning.

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